One of the main priorities of Estonian higher education over the past decade has been internationalisation, which has increased the share of English-taught programmes (ETP) at Estonian universities. At the same time, given the small population of Estonia, it is of critical importance that teaching in Estonian language continues and prospers.

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Inclusive education has been defined as a leading principle for education in Estonia, but its implementation has been hampered by attitudes as well as the lack of knowledge and resources. Using document analysis, interviews with stakeholders, a survey of education professionals and analysis of registry data, we map the situation and give recommendations for policy.

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Drop-out rates is a topical subject in Estonia and the rest of the world – failing to finish a course makes a drop-out less competitive in the labour market and is costly to the country as a whole. The courses in Information and Communication Technologies (ICT) are no exception to that. Out of all the bachelor students who started in ICT 5 years ago nearly 60% had discontinued their studies by 2015. It was necessary to find out why students discontinue their studies and what could be done to reduce drop-out rates.

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Analysis often concentrate on the “average people” and “average results” but what about high- and low-achievers? This study looks at people with different levels of basic skills and their situation in the society based on the OECD Programme for the International Assessment of Adult Competencies (PIAAC) data.

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Information processing skills are essential for coping in today’s society. But what part do basic skills play on the labour market? We tried to find out by analysing PIAAC (Programme for the International Assessment of Adult Competencies) data.

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Previous research has shown that school education can be beneficial for both the individual and the society for different reasons. Therefore adults who wish to continue their studies should be supported as much as possible. The present study focused on how to better support adults in Estonia who wish to or have returned to secondary education.

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The key to promoting lifelong learning is to overcome different barriers like low awareness, negative attitude towards learning and restricted economic opportunities. The purpose of this overview was to compare national support measures to help people overcome these barriers. With this aim in mind a typology of measures was compiled and a questionnaire was sent out to map international implementation practices. As a result we present comparative tables that help to identify the differences in implementation of similar measures. This study was commissioned by the Ministry of Education and Research under the programme “Adult job-related training and developmental activities“ and financed by the European Social Fund.

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The aim of the project was to study learning practices of people without a vocational or higher education—in Estonia as well as in the EU as a whole, lifelong learning is considered crutial, as only lifelong learning can ensure coping in a world constantly in change. The study focused on people who have no vocational or higher education. On average, people in this category engage far less in independent learning than people with vocational or professional education.

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Every year the media reflects rankings of schools based on their state exam results but are these schools where best results are achieved on top according to some other metric as well? The goal of this report is to give an overview of general secondary education graduates’ incomes within 10 years of school completion and assess differences which can be explained by school characteristics such as language of study, location, average state exam mark. Linked data from Tax and Customs Board and Estonian Educational Information System was used for conducting this analysis.

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The objective of the study was to assess the expenses to people and society in general coming from discontinuing studies. Not acquiring secondary education or its equivalents is meant by discontinuing studies.